Lesson Plans

November 16, 2015

Standards-

Number: SS.8.A.3

Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation

A.P. Standards

Contextualization C3—Situate historical events, developments, or processes within the broader regional, national, or global context in which they occurred in order to draw conclusions about their relative significance.

Synthesis C4—Make connections between a given historical issue and related developments in a different historical context, geographical area, period, or era, including the present.

C5—Make connections between different course themes and/or approaches to history (such as political, economic, social, cultural, or intellectual) for a given historical issue

Objective: Today, I will be able to successfully analyze a DBQ, utilizing the AP method.

Bell Work: Review your reflection. What did you learn last week? What are the main ideas of the documents? Which ideal is the most important to you? 5-7 minutes

  1. Equality
  2. Life, Liberty and the pursuit of Happiness
  3. Consent of the Governed
  4. Right to Abolish or Alter the government

HOT Questions for the students:

  1. What did you learn last week that you did not know prior to class?
  2. Last week, we studied the Declaration of Independence, how did that document shape the society and laws we have today? SYNTHESIS
  3. You were asked to decide which ideal was the most significant, could someone explain why the ideal they chose is more noteworthy than the other 3 ideals? COMPARE AND CONTRAST
  4. Explain where you are on the scale.

Vocabulary 1. Main Idea, Author’s Purpose, Intended Audience, Equality, Life, Liberty and the pursuit of happiness, consent, governed, alter, abolish

Gradual Release

I Do – Introduce lesson / Review CBC

We Do- Review Bell Work

You Do- Group work- In groups, students will determine the following information on the AP analytical sheet: Main Idea, Outside Information, Author’s Purpose, Intended Audience, and Author’s POV- 17 Minutes

Contextualize 5-7 minutes

Synthesize the information 5-7 minutes

32- 38 minutes approximately

Essential Question- Explain how you looked at the DBQ documents differently utilizing the AP analysis sheet.

Higher Level Questions- After analyzing the DBQ documents, which ideal is America the closest to right now? Which one are we currently, furthest from …explain. SYTHESIS

AP Strategy

Let’s have a Party!

Device 1: AP PARTY

Author / Who created the source? What do you know about the author? What is the author’s point of view? Example- CNN News vs. Historian Which source would be more reliable and why?
Place and time / When and where was the source produced? How might this affect the meaning of the source? During or after the time period
Prior knowledge / Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent? Equality- Do you know anything about the Women’s Right Movement- other than it was the best crusade in world history!
Audience / For whom was the source created and how might this affect the reliability of the source? Who is the author trying to persuade i.e. men, women, students, elderly etc.
Reason / Why was this source produced and how might this affect the reliability of the source? Persuade or inform
The main idea / What point is the source trying to convey?
Yeah, so what? / Why is this source important? What is its significance? Ask yourself, “So what?” in relation to the question being asked. Why is this important to the ideals of the Declaration of Independence? Do the references they use make their argument stronger or weaker, i.e. healthcare or Obamacare?

504’s and ESE accommodations are being utilized

  1. Preferred seating
  2. Medical accommodations
  3. Comprehension checks
  4. Shortened assignments
  5. Study guides

Homework- Complete AP analytical sheet

Tuesday, November 17, 2015

Standards

SS.8.A.3.3

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts.

SS.8.A.1.3

Analyze current events relevant to American History topics through a variety of electronic and print media resources.

SS.8.A.2.7

Describe the contributions of key groups (Africans, Native Americans, and women

SS.8.A.3.1

Explain the consequences of the French and Indian War in British policies for the American colonies from 1763 - 1774

SS.8.A.3.2

Explain American colonial reaction to British policy from 1763 - 1774

Objective: Students will review for Unit 3 examination on Thursday.

Bell Work- 5 Minute review of AP analysis sheet. Make sure all questions are complete. Q&A

Vocabulary-Declaration of Independence, salutary neglect, Sons of Liberty, Sam Adams, John Adams, George Washington, Boston Massacre, Boston Tea Party, Intolerable Acts, Quartering Act, French and Indian War, Proclamation of 1763

Gradual Release

I Do- Review CBC

We Do - Bell Work

You Do- In groups of 5-6, students will review for their exam playing -

Review Musical Chairs

Students will have 3-4 minutes to answer questions on the review sheet. Then after the jazz music stops playing, they have to move to the next seat, but their paper stays on their desk for the next student to work on. We will play approximately 5 rounds. By the time the student comes back to their desk, they have a completed review sheet and they have answered the same question, several times. This helps many students review for the exam and ensures they complete the review sheet.

Name______November 15, 2015

American History- Unit 3

Review Sheet

Vocabulary

  1. Arsenal-______
  2. Protest-______
  3. Liberty-______
  4. Patriot-______
  5. Loyalist/Tory-______
  6. Sons of Liberty-______
  7. Minutemen-______
  8. Sugar Act-______
  9. Proclamation of 1763-______
  10. Intolerable/Coercive Acts-______
  11. Stamp Act-______
  12. Quartering Act-______
  13. Propaganda-______
  14. Who was Patrick Henry? Explain his quote” Give me liberty or give me death.”______
  15. a. Who was Samuel Adams?
  1. Which group did he lead in protests against the British?
  2. What part did he play in the Boston Tea Party?

______

  1. a. Who was Thomas Jefferson?
  1. What role did he play with Declaration of Independence?
  2. What other titles has he had in American History?
  3. Why should he be considered one of our founding fathers?

______

  1. a. Who wrote Common Sense?

b. Explain the impact that pamphlet had on the colonists.

______

  1. a. Who was Paul Revere and what were his accomplishments?
  1. Who was William Dawes and what were his accomplishments? ______
  1. The ‘Shot heard ‘round the world’ took place at the Battle of Lexington, when the minutemen tried to prevent the Redcoats from marching to Concord. What were the colonists storing in Concord? ______
  2. Which British general gave the order to march on Concord? Were the British redcoats successful at Concord?______
  3. What was the purpose of the Stamp Act? NOT THE DEFINTION!______
  4. Why did the colonists object to the Quartering Act? ______
  5. What was the Boston Massacre? Explain how colonists in Massachusetts and in the other 12 colonies felt about Great Britain in the aftermath of the Massacre.______
  6. How did the colonists effectively use propaganda after the Boston Massacre?______
  7. Non-violent protests generally are more effective than violent protests. For example, Dr. Martin Luther King was able to convince the U.S. Congress to pass the Civil Rights of 1964 through non-violent demonstrations. Explain which non-violent protest lead to the repeal of the Stamp Act.______
  8. Which had a more profound impact on American anti-British sentiment (feeling), the Boston Massacre or the Intolerable Acts? First define the Massacre and Intolerable Acts. Then explain which one had a great impact. Paragraph 6-8 sentences.

______

Essential Question- Why should we study the causes of the American Revolution?

Hot Questions

  1. Americans were still professing their loyalty to George III and their desire for peaceful reconciliation as late as 1775. Had Britain accepted the Second Continental Congress’s Olive Branch Petition, the Revolutionary War could have been avoided.” Support or refute this claim using historical evidence
  2. What did American colonists mean by “No taxation without representation”?
  3. Explain how three of the following altered Americans’ perceptions of Britain during the years 1763 to 1775. Which affected colonists the most and why? a) the French and Indian War b) virtual representation c) Samuel Adams d) the Declaratory Act e) the boycott of British goods f) Thomas Paine

Homework- Complete and review Study guide

504’s and ESE accommodations are being utilized

  1. Preferred seating
  2. Medical accommodations
  3. Comprehension checks
  4. Shortened assignments
  5. Study guides

Wednesday, November 18, 2015

Objective: Today, students will decide if they are a Loyalist, Patriot or Neutral by proclaiming what they are on a T-shirt.

Bell Work: Teacher will review arguments

Neutral-

  1. Uninterested in risking their lives, fortunes, and sacred honor in the fight.
  2. Feared British retaliation
  3. Pacifist- Quakers
  4. Feared Patriot retaliation

Gradual Release

I Do-Review CBC

We Do- Review Bell Work

I Do – Decide what you and put it on the T Shirt

Essential Question- What could have happened between 1763 and 1776, that could have changed your mind?

Homework- Study for Unit 3 test

Thursday, November 19, 2015

Objective: Unit 3 test

Friday, November 20, 2015

Field trip- St. Augustine